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Paradigm Evaluation of Learning Environments

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CHART Characteristics | Argument | Counter-argument | Education | All students can learn: The process is important. Content can be learned through real-life examples and situations that the student can experience. The instructor and students are partners in education where teamwork=success. | Not all students can learn: The content is most important. Content can be learned through rote memory skills. The instructor is the central figure that disseminates information to the “empty minds” of the students. Success is individual and based on grades. | Assessments | Assessment is linked to success: Teacher uses results to update teaching methods. Student competencies are developed and improved. All students assumed capable. | Assessment is linked to proof of knowledge: Students are tested to prove knowledge of content and are classified according to scores. Some are weeded out, not allowed to graduate or have to re-take the test or entire course. | Classroom Environment | The classroom environment is important to teaching and learning: The physical space is adjusted to meet learner diversity. Desk and classroom arrangement promotes interactivity, active learning, and positive interaction. The climate is flexible and meets the diversity of all learner needs. Cooperation and active learning is emphasized through a variety of student-centered activities. | The environment is not a consideration for teaching and learning: The physical space is not orderly or organized and does not promote active learning and positive interaction. No thought of learner interaction considered for classroom arrangement. The rigid climate is not flexible or responsive to learners. May promotes strong competitiveness and does not sufficiently foster cooperation and/or active learning. | Responsibilities | Professionalism is an important attribute in education: The instructor must be...

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